Introduction
“Factor effect extracurricular activities in academic
performance of selected student inj Canubing National High
School”
Extracurricular activities play an important role in today's
secondary education programs (Holland & Andre, 1987). When one
considers the large number of activities available, one realizes the
diversity of the programs. Included are athletics, publications, fine
arts, academic clubs, service organizations, and special interest
activities. There has been a considerable amount of research
devoted to studying the relationship between student involvement in
activities and student academic achievement.
Although a positive correlation has been shown in many of
these studies, there is still a fierce battle among educators
concerning the need for extracurricular activities. The
developmental perspective considers extracurricular activities
necessary to the total development of the student in today's schools
(Holland & Andre, 1987).
Educators who believe in the academic perspective argue that
time spent away from the classroom decreases the student's
chances for success. Even those activities that don't require loss of
classroom time are perceived to take away study time. These
educators support cutting or eliminating activities for budgetary
reasons. Educators who believe in the developmental perspective
see activities as an extension of the educational program. Activities
allow students to develop skills such as leadership, sportsmanship,
self-discipline, self-confidence, and the ability to handle competitive
situations. Extracurric~~lar activities offer an opportunity to interact
in ways that allow the previously mentioned skills to blossom. The
developmental minded believe that many of these skills would be
impossible or very difficult to develop in a classroom setting.
Marsh (1 992) stated: According to different theoretical
perspectives, extracurricular activity participation may be posited to
(a) divert attention from academic pursuits, as evidenced by its
negative effects on narrowly defined academic goals;
(b) have little or no effect on academic outcomes but contribute to
desirable nonacademic ; or
(c) have positive effects on nonacaden-~ic outcomes and facilitate
academic growth, perhaps indirectly, as well.